{"title":"We do not have an answer to “optimal dosage” on any language domain for children with DLD1","authors":"Paul J. Yoder","doi":"10.1080/17489539.2023.2252245","DOIUrl":null,"url":null,"abstract":"Q (1) To what degree have the quantitative aspects of dosage (dose [properly administered teaching episodes per session], dose frequency [number of sessions over a given time], and total intervention duration [time frame across which intervention sessions are spread]) been specifically manipulated and compared in intervention studies and how confident can we be in the study findings? (2) What are the optimal quantitative dosage characteristics for phonology, vocabulary, and morphosyntax outcomes? Does optimal dosage differ across these domains?","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"107 1","pages":"155 - 158"},"PeriodicalIF":0.0000,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Evidence-Based Communication Assessment and Intervention","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/17489539.2023.2252245","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 0
Abstract
Q (1) To what degree have the quantitative aspects of dosage (dose [properly administered teaching episodes per session], dose frequency [number of sessions over a given time], and total intervention duration [time frame across which intervention sessions are spread]) been specifically manipulated and compared in intervention studies and how confident can we be in the study findings? (2) What are the optimal quantitative dosage characteristics for phonology, vocabulary, and morphosyntax outcomes? Does optimal dosage differ across these domains?
期刊介绍：
Evidence-Based Communication Assessment and Intervention (EBCAI) brings together professionals who work in clinical and educational practice as well as researchers from all disciplines to promote evidence-based practice (EBP) in serving individuals with communication impairments. The primary aims of EBCAI are to: Promote evidence-based practice (EBP) in communication assessment and intervention; Appraise the latest and best communication assessment and intervention studies so as to facilitate the use of research findings in clinical and educational practice; Provide a forum for discussions that advance EBP; and Disseminate research on EBP. We target speech-language pathologists, special educators, regular educators, applied behavior analysts, clinical psychologists, physical therapists, and occupational therapists who serve children or adults with communication impairments.
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